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The purpose of this study was to investigate online social comparison and impostor phenomenon (IP) in undergraduate music education students. I employed a sequential explanatory mixed models design to explore the extent to which music education students experienced IP, used Facebook, and engaged in social comparison on Facebook. I explored participants' perceptions of how they engaged in online social comparison in the context of their professional lives. In Phase 1, I surveyed participants to measure impostor phenomenon, Facebook intensity, and Facebook social comparison. Analysis of the descriptive data revealed that 77.8% of participants experienced frequent to intense IP symptoms. Facebook social comparison emerged as the only significant predictor of IP in participants accounting for 13.3% of the variance in CIPS scores. In Phase 2, I conducted focus groups to investigate participants' perceptions of how they engaged in online social comparison as related to their professional identity. The themes that emerged from the qualitative data included: (a) comparing to peers online, (b) using Facebook for professional purposes, (c) psychological effects of online comparison, and (d) withdrawing from social media to avoid adverse effects. Lastly, I integrated the quantitative and qualitative data to expound upon and confirm findings in each phase. The results indicated that as participants progressed through their music education degree program, they used Facebook more frequently in each subsequent year, leading to increased social comparison and IP.

In the undergraduate and working environments, some science, technology, engineering, and math (STEM) areas remain dominated by males. The purpose of this study was to understand the gendered experience of individuals in STEM majors by assessing students’ math self-efficacy, impostorism (a feeling of intellectual phoniness), and future goals. Based on prior research, an overall conceptual model was proposed and analyzed. Several related precursors including gender role orientation, perceived parental influence, math identity, and theories of intelligence were included in the model. Three hundred six undergraduates (64.38% female) in the colleges of natural science, geosciences, and engineering responded to an online survey addressing these constructs. Based on prior research, hypotheses were created proposing that females would report higher impostorism, lower math self-efficacy, and more femininity than males. I expected that masculinity, perceived parental influence, an entity theory of intelligence, and high math identity would predict the impostor phenomenon. Moreover, I hypothesized that the relation of each of these predictors to impostorism would be moderated by sex. For the next two hypotheses, I proposed that the four sources of math self-efficacy would predict math self-efficacy, but this relation would be moderated by impostorism. Finally, I expected that impostorism would lead to reduced future expectations and aspirations, but that this association would be mediated by math self-efficacy. Results indicated partial support of the study hypotheses, and a revised model was created. Both sexes reported similar levels of impostorism, but females had lower math self-efficacy and greater femininity than males. Masculinity negatively predicted the impostor phenomenon, while math identity and an entity theory of intelligence positively related to the dependent variable. Sex moderated the effect of perceived parental influence such that males’ impostorism was more affected by parental influence than females’. Emotional arousal was a strong contributor to math self-efficacy, but this relation was attenuated by impostorism. Coping with emotional arousal was positively associated with math self-efficacy; however, this association was significantly stronger for low impostors than high ones. Finally, impostors were less likely to expect to go to graduate school or work in a STEM-related field. Implications for schools and professors are discussed. / text

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 76-77).

Le syndrome de l’imposteur peut être source d’une grande souffrance. Soixante-deux à 70% de la population peuvent être amenés à douter, ne serait-ce qu’une fois, de la légitimité de leur statut. Ces questionnements s’orientent sur l’impression de tromper les autres, sur les attributions de sa situation et sur la peur de voir son incompétence mise à jour. Malgré sa prévalence, peu d’études s’intéressent au caractère pathologique de ce syndrome, et encore moins à chercher des outils d’accompagnement adaptés. Les objectifs de ce travail étaient de valider un outil d’évaluation en français, et d’améliorer la compréhension de la dimension cognitive de ce syndrome.L’étude 1 est une étude quantitative menée auprès de 549 participants. Elle propose la validation du concept du syndrome de l’imposteur et la réalité d’un syndrome pouvant être pathologique. Les résultats démontrent différents profils d’imposteurs pour lesquels les comorbidités et leur vécu se révèlent différents.L’étude 2 est une étude quantitative menée auprès de 1597 participants. Elle a permis la validation de la Clance Impostor Phenomenon Scale (CIPS) dans sa version francophone. Les résultats démontrent des bonnes qualités psychométriques du questionnaire. L’étude 3 est une étude quantitative menée auprès de 694 participants. Elle évalue les manifestations anxieuses inhérentes au syndrome de l’imposteur. Les analyses rendent compte de profils d’imposteurs différents. L’établissement d’un modèle d’émergence de ce syndrome a été suggéré afin d’interroger sa présence lors des périodes de grand stress de la vie. L’étude 4 est une étude quantitative menée auprès de 873 participants. Elle est axée sur l’intégration de l’acceptation inconditionnelle de soi comme outil pertinent de prise en charge des imposteurs. Elle propose de plus un profil cognitif de ces personnes au regard de la représentation de l’échec, des attitudes dysfonctionnelles et d’une faible acceptation inconditionnelle de soi. / The impostor phenomenon can represent a significant distress source. The literature suggests that 60-70% of the population questions their legitimacy at least once in their lives. These doubts focus on feelings of inadequacy or fraud, poor success attribution, and the fear of being exposed as an impostor. Few studies have explored the pathological aspects of the impostor phenomenon despite its prevalence. Moreover, to our knowledge too little research has been conducted to design adequate management tools. The research carried out for this thesis seeks to validate existing impostor phenomenon measures, the Clance Impostor Phenomenon Scale (CIPS), as well as better understand cognitive dimensions related to this syndrome.Study 1 was a quantitative study carried out on a sample of 549 participants. This study deals with the validation of the independent concept of impostor phenomenon as well as potential pathological aspects related to it. Results showed different impostor profiles both in intensity and impacts of this syndrome.Study 2 was a quantitative study carried out on 1,597-strong sample. The main objective was to validate an existing impostor phenomenon scale (CIPS) in French. The results demonstrated good psychometric validity for the French version.Study 3 was a quantitative study carried out on a sample of 694 participants. This study examined anxiety manifestations linked to the impostor phenomenon. The results demonstrated different profiles of impostors. A model was developed to help understand the manifestation of this syndrome during periods of severe stress and change.Study 4 was a quantitative study carried out on a sample of 873 participants. This study focused on unconditional self-acceptance as a useful method of appropriate therapeutic management linked to the impostor phenomenon. A cognitive profile of impostors was developed that helps account for irrational beliefs about failure, dysfunctional attitudes, and low unconditional self-acceptance.

African American women in educational leadership roles face a myriad of barriers and challenges. Black feminist theory and impostor phenomenon theory offered a potent conceptual lens for understanding the experiences of successful African American women. A qualitative phenomenological study was conducted to examine and explore strategies that African American women use to (a) navigate the impostor phenomenon in relation to career mobility, and (b) identify and understand how social constructs in educational leadership organizations can contribute to their experiences. The research also examined the historical and contemporary problems of subjugation, oppression, racism, and sexism as narrated by 12 African American women who are in educational leadership roles. Data collected from the participants were triangulated and analyzed thematically resulting in six themes: (1) experiences of being questioned and undermined by superiors; (2) experiences of other people's perceptions about African American female leaders; (3) the need for a mentor; (4) giving others a chance to question them; (5) intentional self-care; and (6) lack of support from leaders and mentors. It is recommended that those who work within the education systems focus on acquiring an understanding of the internal struggles African American women navigate in response to systemic, external challenges, so they can better support these women in terms of career mobility and give more attention to retaining them in educational leadership roles.

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